• Korean Medical Education Review
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• v.22 no.2
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• pp.67-76
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• 2020

The structures and processes of medical education have changed little since the publication of Flexner's report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.

• Journal of the Korean Applied Science and Technology
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• v.35 no.2
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• pp.399-411
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• 2018

Taekwon dancing was a program developed to popularize Taekwondo. The purpose of this study is to examine the research trend of Taekwondo dancing to understand academic value and purpose. To accomplish this goal, this study analyzed 46 article published in 26 journals. Data analysis was performed using the IBM SPSS 23.0 program, which was divided into research subjects, research methods, and research subjects. The results were as follows. First, in the research area, the study was consistently published in exercise physiology / prescription area, and recently studies have been published in the field of sports pedagogy. Second, quantitative research was conducted more than qualitative research in research methods. In the quantitative research, the research that verified the difference between the groups was published the most. in the qualitative research, literature research was the most. Finally, in the study subjects, most studies were conducted on people, by subgroup, the study was published in many order of adult, elderly, middle school students. In the analysis of the data, literature, web-site news and so on were analyzed, other study was analyzed the program system in computer games.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.1-11
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• 2017

Preparing juvenile for future careers in global market becomes one of the most important tasks in education today. This study attests the impact of role model and entrepreneurship education on entrepreneurial intention of Korean secondary school students. Total 217 students participated in this research from 11 different high schools across the country. The result suggests that the role model and entrepreneurship education have significant relationships with entrepreneurship as well as entrepreneurial intention of secondary school students. Entrepreneurship was also positively related with entrepreneurial intention of students. The findings imply that both the role model and entrepreneurship education are crucial elements to foster entrepreneurship as well as entrepreneurial intention of the secondary school students. Practical implications were presented to relevant authorities for takeaway in designing effective pedagogy.

• Korean Institute of Interior Design Journal
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• v.19 no.3
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• pp.214-223
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• 2010

Information & Communication Technology(ICT), called ubiquitous computing, changes our environment in many ways. It also acts on educational environment in concert with new pedagogy. Korean Government gives an efforts to set up the u-School as the educational environment supported by ICT. This study aims to find efficient uses of ICT to cope with the changing education environment and emerging needs of users. The survey research follows the pilot study on the model of future school. The students and teachers in six schools located in Busan answered the questionnaire and 752 individuals were analyzed by the statistical method including frequencies, crosstabs, ANOVA, and factor analysis. The conclusions are as follows: (1) Highly demanded were the u-School facilities to provide pleasant environment as the teachers and students have to spend most of time in classroom, or school premises. In addition, the infrastructures were so desperately required that students are able to control their textbooks and belongings, and efficiently utilize a variety of data. (2) The classroom volume should be planned a bit smaller than the current number of students so that teachers are relieved from the burden of too many student. The needs of students to interact with more students can be bolstered by utilization of ICT. (3) The respondents feel the high needs of computer for student, electronic blackboard, electronic lecture desk, microphone and computer for teacher as the teaching and learning facilities. This showed high needs for teaching and learning facilities enabling the active and individual learning through the use of ICT at education environment. In conclusion, the study proposes the fundamental data to combine u-School elements proper to the current learning and school environment, from the analysis on the use of school facilities, with the subjects, the users of education environment.

• The Mathematical Education
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• v.56 no.4
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• pp.407-434
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• 2017

The purpose of this study is to develop and verify the TPACK measurement tool for middle and high school mathematics teachers in the Korean context. Also, by clarifying the relationship between subordinate factors of Mathematics teachers' TPACK, an attempt was made to provide suggestions on the designs and directions for the in-service and pre-service teacher education and the programs for improving mathematics teachers' TPACK in the future. In order to achieve this goal, TPACK factors of mathematics teachers were extracted by reviewing literature on PCK, MKT, and TPACK. Then, content validity, basic statistical survey, reliability verification, exploratory factor analysis, confirmatory factor analysis, and structural equation model verification were conducted sequentially. At first, preliminary analysis was carried out on 79 mathematics teachers, and 76 items excluding the items with extreme value and reliability were included in the basic statistical analysis. And secondly, an exploratory factor analysis was conducted on 376 mathematics teachers, and this instrument consisted of 7 subordinate factors(CK, PK, TK, PCK, TCK, TPK, TPACK) and 61 items. Also by conducting confirmatory factor analysis and structural equation model test with 254 mathematics teachers, the measurement tool was confirmed the validity and reliability through statistically significant analysis. Then, the importance of integrated knowledge was confirmed by looking at the relationship between the TPACK factors of in-service mathematics teachers. The integrated knowledge(PCK, TCK, TPK) has played a crucial role in the formation of TPACK rather than the knowledge of CK, PK, and TK alone. Finally, the validity of TCK was confirmed through the structural equation modeling of TPACK. TCK not only directly affected TPACK, but also indirectly through TPK. According to these affirmative results, this measurement tool is claimed to be suitable for measuring the factors of Mathematics teachers' TPACK, and also the structural equation model can be regarded as a suitable model for analyzing the structural relationship of mathematics teachers' TPACK.

• School Mathematics
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• v.4 no.2
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• pp.161-192
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• 2002

This paper investigated the teaching and teaming of contents-related graphing in Korean secondary textbooks and suggested the improved methods of graph instruction through this analysis. reification-the case of function, In Harel, G., Dubinsky(Eds.), The Concept of Function : Aspects of Epistemology and Pedagogy Textbooks are analyzed from the viewpoint of the proportion of graphing contents, their sequencing, the proportion of each domain in graphing activities (interpretation vs. construction, quantitative vs. qualitative aspect, local vs. global aspect) and tasks (prediction, translation, scaling), and the difference in the graphing contents between the sixth and the seventh curriculum. This analysis demonstrates that graphing contents are increasing in textbooks, therefore the high school textbooks appear in almost every content area. The graphing activities concentrate on the construction, the quantitative aspects, and the local aspects, and are gradually focusing on the interpretation and global aspects of high school textbooks. Furthermore, most of graphing tasks favor translation. In contrast, the current seventh curriculum includes a balance of interpretation and construction activities and has more global aspects than the sixth curriculum based textbooks; however, the qualitative approach still rarely appears. For the graphing tasks, translation is still prevalent, but the importances of prediction tasks based on graph have increased in comparison with the sixth curriculum textbooks. Further, the seventh curriculum based textbooks are designed to stimulate more dynamic graphing instruction by introducing new tools such as graphing calculators and computer software. We suggest that the qualitative and global aspects should be emphasized in early graph instruction, a variety of graph activities in realistic contexts should be performed, and educational technology such as graphing calculator and computer can be efficient to implement these ideas.

• School Mathematics
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• v.13 no.1
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• pp.37-63
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• 2011

This research had investigated the teaching practice in the mathematics classrooms with immigrant students to describe how effectively mathematics teachers create inclusive learning environment of mathematics. The analysis of the data from the elementary schools suggests that teaching practice in the class was consistent to the criteria for 'contextualization of students' lived experience' and 'mathematical conversation'. However, while the quantitative results suggested that the teachers showed high expectation to their students in their teaching, the qualitative analysis revealed the teacher's beliefs and attitudes against providing equitable educational opportunity for every student. In the middle school classrooms, it was found that the teaching practices were not compatible to the goals of multicultural mathematics education. The analysis of the survey data regarding teachers' multicultural competence suggests that the teachers possessed rather advan]ced understanding of multicultural mathematics education but they need materials and pedagogy for classroom teaching from multicultural perspectives.

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.381-393
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• 2007

The study focuses on what to consider and do for the improvement of math education of Korean Universities by comparing freshmen and seniors of department of math education in their beliefs in mathematics and math. education. The major comparing topics in the beliefs are composed of perception of mathematics as a science, learning methods of mathematics, teaching methods of mathematics, and roles and qualifications of math. teachers. The results of the study show that junior students tend to be more positive in their beliefs, especially in math education area than that of mathematics, compared to the freshmen. It implies that how important the role of topics covered in math education during college years is for changing the future teachers' beliefs in math and math education more positively. The supposed influencing contents of the curriculum of math. education are composed of learning reflection method based on problem-based learning, understanding mathematics as originated from the real world, mathematical pedagogy, text analysis, practice in classroom, and understanding various concepts in math. education area.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.255-268
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• 2011

The 21st century is called as the "Age of knowledge flood", and thus the importance of the ability which can use knowledge creatively is more emphasized. Also, not only individual problem solving but also solving problems through effective communication skills with group members are needed, and therefore, it is requested to train potential gifted learner working together with others to practice cooperation and eventually grown up as a competitive human resource to adapt successfully in future environment. In this paper, to show the effectiveness of cooperative learning in gifted learners, members for cooperative learning group has been selected using whole brain theory from the 42 gifted middle school students who participated in summer gifted learner vacation program. From the analysis of the learners' learning motivation and frequency of interactions whole brain based cooperative learning is effective for enhancing both learning motivation and interactions. Therefore, the whole brain based cooperative learning is an effective pedagogy for enhancing the motivation as well as facilitating interactions within gifted learners.

• The Journal of the Korea Contents Association
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• v.15 no.2
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• pp.507-519
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• 2015

Along with the rapid diffusion of smart devices, smart learning has been taking place as a main pedagogy in education. Under these drastic changing circumstances, social presence and interaction between learners have been highlighted as key factors in educational research. In this light of rising importance, this study examined the effects of modality and smart device on users' perceived social presence and interaction experience in a smart learning environment. It conducted 2(text based interface vs. audio/video based interface) by 2(smartphone vs. tablet PC) between-subjects experiment. 80 participants were systematically recruited and randomly assigned to four conditions. The findings showed that social presence was higher in audio/video based interface condition than in text based interface condition. Modality also had a positive effect on learner's interaction experience. On the other hand, the effect of smart device is found to be statistically insignificant. Instead, interaction effect existed between modality and device on social presence. The result of this study suggests that the modality and characteristics of device should be considered seriously when designing interface of smart learning contents. The findings in this study provide future studies with heuristic implications by highlighting users' perceived cognition and experience.